Inclusive Education - does it really work?

Every one is talking about inclusion nowadays. The notion of "including" people with all abilities(disabilities) in the community....from schools, to recreation, etc. If inclusion is truly what it promised to be, it is a great concept. However, my experience of inclusion in the school environment was far from promising. Below is actually my email response to a lady, who is an active advocate for inclusive practices in Ontario schools.

I had one experience where my son and other DD kids (then primary 1) were "integrated" to a JK/SK class with me (volunteering) and an EA.  The host teacher literally ignored us while the JK kids stared at our kids like they're aliens.  This is totally understandable response for the kids, but I was appalled by the host teacher's reaction.
Another time, my son's class (then grade 5) was joining the 1st and 2nd graders to listen to a presentation about school bus safety.  The presenter was purposefully avoiding eye contacts with our kids as if they were sick people.  One of our boys was higher functioning and was making funny comments about the video presented.  I deliberately turned up my voice and told the boy to speak up so everyone can hear.  But the presenter again ignored him/me. I was so furious that I walked into the Principal's office right after telling her everything.

I mean.....is this what we are offering to our children? Is this true inclusion? By simply putting our kids with everyone else, without promoting mutual acceptance and understanding, what good does this do? For example, if we are to put our kids in a music class where everyone else is playing oboe and clarinets, but our kids are left sitting there and not allowed to do anything meaningful (not even rhythm sticks lest they would interfere), what is inclusion doing to them? Will this make them more hurtful if they can really feel?

I am more keen towards "reverse inclusion", where students are encouraged to visit their classroom regularly as reading buddy, or simply to help them. Yet, the teacher must "prepare" the innocent visitors by telling them about each kid, what they can do and what they can't and why etc...and to remove the fear factor first before any relationship can be built.  Also, arrange other classroom teachers to teach their respective subjects in the special class...but adapted for the kids in the classroom (with input from the special ed teacher). Music teacher would do a rhythm session (or better still, music therapy type if class) for them, PE teacher would do adapted sports with them...this would make more sense to me.

And if these cannot be done, I would prefer segregated schools, where professionals and technology resources are better concentrated to support the needs of the kids. I like the Bloorview school or the Sunnyview model in Toronto board but we can't afford to live near that area.

In newly developed areas like York Region, schools are new, teachers are new... I remember the first time I met my son's grade 1 teacher, I asked him to let Jason "cruise along the furniture" to promote gross motor skills.  He asked me "what do u mean by cruise along?".  And unlike regular class teacher, you are stuck with the teacher until he/she decides to leave. If you have a good teacher, thank God...but if you have a bad one, what can we do as parents? For better or worse, till death do us part??

I may be wrong, but I suspect the problems with our school system could be that
1) special Ed teachers and assistants are not compensated enough for the extra work and challenges.  There is no premium paid for being a "special Ed" teacher, other than the premium workload.  So great teachers are better off teaching "regular" classes.
2) since nobody wants to take the position, so only the new grads or those who didn't have a full-time position to start with, picked up the job out of no choice. (this is the case for both of my son's teacher.  G1-4, brand new teacher....DD class was his first job, G5, previous teacher transferred to normal class, school librarian turned into a teacher).

It has been a painful struggle in my fight for Jason's education,  and I partially blame it for this "beautified" notion of inclusion....the lack of special schools in our area.  If people keep thinking inclusion means putting the special needs into the mainstream, yet failing to promote the spirit of  true inclusion school-wide, and provide the students with individualized support, then inclusion has failed our kids.....those who are more severely disabled.